why do students and teachers like vocabulary tests? is the popularity justified?
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Why do students and teachers like vocabulary tests? Is the popularity justified?. Arthur McNeill ([email protected]). Outline of presentation. Brief examination of three popular tests Some vocabulary assessment principles To what extent do the popular tests contribute to vocabulary learning? - PowerPoint PPT PresentationTRANSCRIPT
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Why do students and teachers like vocabulary tests?Is the popularity justified?
Arthur McNeill([email protected])
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Outline of presentation
1. Brief examination of three popular tests2. Some vocabulary assessment principles3. To what extent do the popular tests
contribute to vocabulary learning?4. New directions
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Current situation
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Three dominant tests
1. Vocabulary Levels Test (VLT) (Nation 1990)2. Swansea Vocabulary Levels Test (X-Lex)
(Meara & Milton 2003)3. Lexical Frequency Profile (LFP) (Laufer &
Nation 1995)
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TEST 1: VLT
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TEST 2: X-LEX
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TEST 3: LFP
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Three dimensions of vocabulary assessment (Read 2000)
DiscreteA measure of vocabulary knowledge or use as an independent construct
EmbeddedA measure of vocabulary which forms part of the assessment of some other, larger construct
SelectiveA measure in which specific vocabulary items are the focus of the assessment
ComprehensiveA measure which takes account of the whole vocabulary content of the material (reading/listening tasks) or the test-taker’s response (writing/speaking tasks)
Context-independentA vocabulary measure in which the test-taker can produce the expected response without referring to any context
Context-dependentA vocabulary measure which assesses the test-taker’s ability to take account of contextual information in order to produce the expected response
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A framework for vocabulary testing (Read & Chapelle 2001)
TEST PURPOSE Inferences Uses Intended impacts
| | |
VALIDITY Construct Relevance Actual
CONSIDERATIONS validity and utility consequences
| | |
MEDIATING Construct Performance Test
FACTORS definition summary and presentation
reporting
\ | /
TEST DESIGN Decisions about the dimensions
Discrete – Embedded
Selective – Comprehensive
Context-independent – Context-dependent
|
VALIDATION Arguments based on theory, evidence and consequences
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Criticism of vocabulary assessment
“…vocabulary assessment is grossly undernourished, both in its theoretical and practical aspects – it has been driven by tradition, convenience, psychometric standards, and a quest for economy of effort rather than a clear conceptualisation of its nature in relation to other aspects of reading expertise.”
Pearson, Hiebert & Kamil (2007)
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Disagreement about vocabulary’s contribution to L2 proficiency
Is there a distinct vocabulary construct?
How can assessment reflect the “pervasiveness of lexical phenomena in language”?(Read & Chapelle 2001)
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New Hong Kong Wordlists and Resource Pack
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A CUSTOMIZED LFP?
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WORD ASSOCIATIONAND ASSESSMENT?
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EVERY ENCOUNTER COUNTS